Though there are many different types of strategies to help with challenging behaviors, the focus of this week will be on prevention strategies, or how you can change the antecedents. Most caregivers already use many prevention strategies without even realizing it. For example, when you go to the grocery store, you may avoid going down the toy aisle to prevent your child from asking for a toy. Can you think of ways that you already prevent challenging behaviors from happening? By using the ABC model and focusing on the antecedents that trigger certain challenging behaviors, we can create a plan that involves prevention strategies.
Using prevention strategies
We are going to provide you with a list of different prevention strategies that you might find helpful. As you watch the video below, think about how you are already using each strategy or how you can start to use it.
In this video, several “prevention strategies” will be reviewed, which you can use to help prevent your child or teen from engaging in “challenging behaviors.”
End on a high note. Families can reduce the likelihood of challenging behaviors by limiting the child’s time in a specific situation when those behaviors might happen instead of avoiding situations or people. Think about a mission plan for social anxiety for a young child where the mission plan goal is your child going to a birthday party. Rather than staying at a birthday party for 2 hours, perhaps your child only stays for 30 minutes. Before any challenging behaviors occur, end on a high note, and let them leave the party or play in a quieter space for the remainder of the party.
Take control of the environment. Though it is not always possible, some families prevent challenging behaviors by controlling the environment. For instance, if you have a younger child who always tries to leave the room when you begin practicing mission plans, you might add a lock to the door that is out of reach to the child. Or, if you have a teen who is always trying to get their phone while you are practicing steps in your mission plan, you might limit their phone usage to certain times in the day.
Respond to your child’s cues. Some children show warning signs that signal that more serious challenging behavior is about to occur. Families may benefit from paying close attention to their child’s warning signs and respond accordingly in order to avoid more serious challenging behavior. For instance, if you notice your child pacing around the room or becoming more irritated at a restaurant, you may go outside briefly where it is less noisy to help your child calm down. If your child appears more irritated while doing homework and starts sighing heavily or being very critical of themselves, you might offer more help with homework that night.
First-Then. Most children become upset or annoyed when you tell them to stop doing something they enjoy, such as playing on their tablet, and start doing something they do not enjoy, such as doing LUNA activities. It can be helpful to change the order by doing the less preferred activity (for example, doing a mission plan step) before they get to do something they enjoy (for example, playing on their tablet). For instance, you might say, “First you need to practice being in the dark by yourself, then you can play on your tablet.”
Offer choices. It is common for children to engage in challenging behaviors when they are told “no”. Instead of immediately saying “no” when your child asks for something they cannot have, try offering choices. You might try this strategy when practicing mission plans. For example, Sally’s mom might offer Sally the choice of working on a mission plan either for her fear of germs or for her social fears. In some cases, caregivers may also use a choice board, which we will talk more about later.
Change how you give instructions. When you see your child doing something you don’t like, it’s quite natural for you to immediately say “stop” or “don’t”. Saying “stop” or “don’t” does not tell your child what they should be doing. Instead of telling a child to stop what they are doing, try giving instructions in a positive manner. For instance, instead of saying, “Neil, stop jumping on the couch, we need to work on mission plans!”, you could say, “Neil, please put your feet on the ground so you can get brave bucks after you practice hanging out alone in the dark.”
Use visual or auditory supports. Visual and auditory supports help show your child exactly what to do and what will happen next. Examples we review this week include: visual schedules, “first-then” boards, and choice boards. These supports can prevent challenging behaviors for children who have trouble changing from one activity to another, changing their routine, or understanding their schedule.
- Visual Schedule. You may create a visual schedule that shows the activities for the day or a visual schedule for a certain period of time that tends to be more challenging. We have created an example below of a visual schedule for the morning routine before school. We recommend using either pictures of your child doing the activities, pictures of other children doing the activities, or small pictures of the activities. These individual pictures can then be attached to a laminated piece of paper, cardboard or other stable surface using Velcro.
- Download this PDF or make your own using pictures to match these phrases:
- Morning Schedule: Wake up; Use toilet; Brush teeth; Watch tv; Get dressed; Grab lunch; Go to school
- “First-Then” Board. You may also use a “first-then” board that shows what is expected. This can also be used with visual schedules or instead of them. We have created an example of a “first-then” board below. When it is time to complete a task, like a step of a mission plan, we recommend saying, “First practice staying in the dark for five minutes, then you can watch TV for an extra 10 minutes.” You can say this while also showing your child their “first-then” board.
- Download this PDF or make your own using pictures to match these phrases:
- First - Stay in the dark
- Then - Watch TV
- Choice Board. When you offer your child choices, you may use a choice board. This can be used in addition to other visual and auditory supports. You may say, “Playing on your tablet is not an option, but you can do art, you can read a book, or you can listen to music.” You can make this statement while showing your child the options through a choice board. Depending on your child, they may benefit from having fewer choices or more choices.
- Download this PDF or make your own using pictures to match this phrase:
- I can... Play a game | Read a book | Listen to music
Go easy on challenging days. Both children and their caregivers can become frustrated more easily when the schedule changes, when someone is feeling sick, or when they don’t get enough sleep. On days that are more challenging for you or your family, think about ways to make the day easier, like asking to have fewer chores done, or even skipping mission plan practice.
Managing challenging behaviors using prevention strategies ahead of time:
Catch your child being good. One of the best prevention strategies is to notice and praise when your child is good. For example, when you see your child doing “positive opposites,” meaning the positive or good behavior that is the opposite of the behavior you do not want to see, you will want to provide them with positive attention. For example, if a child with fears of bugs screams when they see a spider, but then you see them walking near spiders without screaming, you could say “Wow, you are so brave for staying quiet and calm near that spider!”
Use your anxiety reward system for challenging behavior. As noted in previous modules, rewards can be used to help increase positive behaviors and reduce challenging behaviors. Think about behaviors that you would like to continue to see or see more of and reward your child for doing that specific behavior. For instance, each time your child follows instructions the first time, you will want to reward them.